The results of the Head Start Impact Study show conclusively that Head Start works. The study repeats what the Head Start community across the nation clearly understands and that is that Head Start children show definitive gains in important cognitive abilities and meaningful social skills during their tenure in Head Start.

The study repeats past observations and research. What the study makes clear is that however ready a child might be for learning and advancement as they leave Head Start and enter public school, the cognitive gains so evident in Head Start are less evident two years later.

Head Start feeds its children into some very good public schools in the nation and absolutely into every single of the worst functioning schools in the nation. The results shared in the Impact Study clearly indicate that the gains a child makes in Head Start – all of which are clearly documented in this research – are not sustained over a span of two or more years in the public school environment. What is clear from this study is the need for deepened partnerships between Head Start and public schools on behalf of the most-needy young children in our country.

Among the many contributions to the success of Head Start, is the skill of Head Start staff in working with families in poverty and their young children. This specialized skill must be carried into ongoing partnerships with the schools to help them sustain the gains children make in Head Start, and clearly these skills with families in poverty are necessary in all public schools serving low income families, if school reform is to succeed.

Head Start succeeds because of a number of unique approaches. The program has a strong commitment to working closely with parents as their child’s first teacher, and the Head Start emphasis on health, mental health and nutrition combine to support learning and a strong foundation of social-emotional stability in at-risk children. It is critical that these factors be carried forward into early elementary school experiences.

 

Head Start works, the Impact Study confirms that fact. We must now focus on working with public schools to ensure that the gains made in Head Start will be sustained through the early years in elementary school.

Post contributed by Barbara Haxton, Executive Director of The Ohio Head Start Association, Inc. (OHSAI).

With over 600 activities,

The GIANT Encyclopedia of Monthly Activities is the result of a nationwide search for the most unique, fun, developmentally appropriate, and educational experiences for children. The activities included were selected as the best-of-the-best, and are organized by month for easy use by teachers. Teachers will love the creative ideas that span the traditional areas of the curriculum such as science, math, art, and music and movement, as well as the additional experiences including field trips, cooking, and holidays. Each activity includes instructions and a list of materials, plus possibilities for extending the activity further into the curriculum. Many also include lists of related children's books to further both literacy and imaginative play.

 

Cherries On The Tree

 

Materials

• Pastel construction paper
• 1” x 4” pieces of brown construction paper
• 5” circles of green construction paper
• Glue stick
• Plastic lid or small piece of aluminum foil
• Red fingerpaint or poster paint

 

What To Do

George Washington’s birthday is February 22^nd. President’s Day is February 15^th.

1. Discuss the story of young George Washington chopping down his father’s cherry tree.
2. Give each child a 1” x 4” rectangle of brown paper and a sheet of pastel construction paper.
3. Demonstrate how to hold both papers in a vertical position and glue the brown rectangle to the bottom half of the pastel paper.
4. Give each child a green paper circle. Show them how to glue the green circle to the top of the brown rectangle, forming the shape of a tree.
5. Put a small amount of red fingerpaint into a plastic lid or small piece of aluminum foil.
6. Encourage the children to dip their fingers into the red paint and make thumbprint “cherries” on their trees.

 

More To Do

Social Development:  Draw a large tree on tagboard and let the children add thumbprint cherries. Have each cherry symbolize an act of kindness by that child.

 

Related Poem

I’ll pick some cherries from the tree, (pretend to pick cherries)

Five for you and five for me. (show five fingers on each hand)

We’ll eat and eat—(pretend to eat)

5—4—3—2—1 (count down with fingers)

Until the cherries are all gone! (show empty hands and look surprised)

 

Christina R. Chilcote, New Freedom, PA

 

Related Products

Pie in the Sky by Lois Ehlert

George Washington by Andrew Santella

George Washington and the General’s Dog by Frank Murphy

George Washington Soldier, Hero, President by Justine Korman Fontes and Ron Fontes

George Washington Father of a Nation by Joe Loesch

Cherries and Cherry Pits by Vera B. Williams

Under the Cherry Blossom Tree by Allen Say

With over 600 activities, The GIANT Encyclopedia of Monthly Activities is the result of a nationwide search for the most unique, fun, developmentally appropriate, and educational experiences for children. The activities included were selected as the best-of-the-best, and are organized by month for easy use by teachers. Teachers will love the creative ideas that span the traditional areas of the curriculum such as science, math, art, and music and movement, as well as the additional experiences including field trips, cooking, and holidays. Each activity includes instructions and a list of materials, plus possibilities for extending the activity further into the curriculum. Many also include lists of related children's books to further both literacy and imaginative play.

 

Dragon's Tail

 

Materials                   None

 

What To Do

Play this game for Chinese New Year. Explain the role dragons play in Chinese festivals. The Chinese New Year is celebrated on the second new moon after the winter solstice and ends 15 days later on the full moon. It can start any time between January 21^st and February 19^th, depending on the lunar calendar.

 

1. Form children into groups of 7 to 10, putting similar size children together so that smaller children are not overwhelmed by bigger children in the group. This is not a team game, so even one group of a few children is enough to play.
2. Have the groups stand in a line, holding firmly onto the waist of the child in front of them.
3. Tell the children that each of their lines is a “dragon.” The person at the beginning of each line is the dragon’s head, the middle ones are the body, and the end ones are the tail. If available, let the dragon heads wear dragon masks.
4. Explain that the object of the game is for each dragon’s “head” to chase its own “tail” and try to catch it. The job of the body and tail is to protect themselves from the dragon’s head, while staying joined together.
5. On a given signal (clap or whistle), the dragon heads start to chase their tails. The children must try and keep out of the head’s way—the more children there are in the dragon, the harder it is.
6. If the body of the dragon becomes disconnected (if one or more children let go of the person ahead of them), those children or anyone else who notices must shout, “Dragon, stop!” and the dragon’s head must freeze until the whole body is connected to him again. Then the dragon’s body or tail can shout “Dragon, go!” and the chasing may begin again.
7. If the tail is caught, then the last child in the line becomes the head.
8. Play until everyone in each dragon has had a turn being the dragon’s head.

 

More To Do

 

Music and Movement: As the children play the game, play undulating music and point out how the dragon’s body moves and flows. Use different numbers of children to make the dragon and ask whether a small or large number looks better.

 

Anne Adeney, Plymouth, United Kingdom

Related Products

 

The Knight and the Dragon by Tomi DePaola

Day of the Dragon King by Mary Pope Osborne

The Last Dragon

The Seven Chinese Sisters

In The Snow

Max’s Dragon Shirt by Rosemary Wells

Chinese Happy Jacket

Multi-Ethnic Ceremonial Costume – Asian Boy

Multi-Ethnic Ceremonial Costume – Asian Girl

Octopus or Dragon Bean Bag Toss

Learning about shapes is fun with

Learn Every Day About Shapes! Contributed by teachers, these activities are organized by curriculum area and offer fresh ideas that provide hours of engaging activities. Teachers will find everything they need to teach children ages 3 to 6 all about shapes. All the activities in the Learn Every Day Series were created by teachers.  Each activity features learning objectives, related vocabulary, related children’s books, list of materials needed, directions for preparations, instructions, and an assessment component. 

Take a sneak peak at two activities from Learn Every Day About Shapes:  

One-Shape Pictures

Learning Objectives

The children will:

 

1. Put ideas they have into practice.
2. Understand and follow directions and answer questions.

Materials

• Lots of construction paper in different colors
• Scissors (adult only)
• White paper
• Glue sticks

Vocabulary

Circle                          heptagon                    pentagon                    spiral

Create                        imagination                rectangle                    square           

Gallery                        octagon                      semi-circle                 triangle

 

What To Do

1. Engage the children in a discussion to decide on the single shape they will use in this art project. Use a basic shape like a triangle, square, rectangle, or circle.
2. Cut several shapes in different sizes from a variety of paper.
3. Encourage the children to think of creative ways they can make pictures using colorful shapes. For example, if the children are using circles, they could put them together to make a colorful flower garden, a snowman family, and so on. Also, consider doing “modern” shape art: experiment with putting several different-sized shapes next to each other or on top of each other.
4. Have “gallery time,” and give each child a chance to talk about his artwork.

Assessment

To assess the children’s learning, consider the following:

• Include shape artwork in portfolio documentation. Include the children’s input (for example, record what the children say about their artwork at gallery time).
• Ask the children questions about shapes at the beginning and again the end of the activity. Use visual clues if necessary (for example, if children are having trouble identifying a rectangle, say, “A rectangle looks like a door”).

Children’s Books

Shape Capers by Cathryn Falwell

The Shape of Things by Dayle Ann Dodds

When a Line Bends…A Shape Begins by Rhonda Gowler Greene

 

Freya Zellerhoff, Towson, MD

 

 

Symmetrical Shapes

 

Learning Objectives

The children will:

1. Learn to identify a square, rectangle, triangle, circle, and oval.
2. Learn about symmetry.

Materials

• Scissors (adult only)
• Construction paper
• Red, yellow, and blue paint
• Brushes
• Newspapers

Vocabulary

Shape names                        symmetry

 

Preparation

• Cut construction paper into various 9” x 12” shapes.
• Set out newspaper over the area where the children will be working.

What To Do

1. Engage the children in a discussion about symmetry. Show the children how to fold a paper circle in half, and how it remains symmetrical. Then fold a triangle in half in a way that is asymmetrical.
2. Give the children paper shapes to fold in half, and then reopen and lay flat.
3. Provide paint and brushes. Invite the children to put dabs of paint on one side of the folds on their papers. Remind the children not to brush the paint around, but merely to dab them.
4. After they have put a few dabs of different colors of paint on their papers, direct the children to refold the paper, pressing hard several times on the paper. Help the children carefully reopen the paper so they can see the symmetrical dabs of paint on both sides of the paper.

Teacher-To-Teacher Tip

Consider taking the children on a walk through the school or the neighborhood to look for examples of symmetrical objects. Take notes or photographs of the symmetrical objects for the children to discuss later in the classroom.

 

Assessment

To assess the children’s learning, consider the following:

• Does the child understand symmetry and asymmetry when you show him the difference with paper shapes?
• Can the child fold, paint, and press the paper to create symmetrical images?

Children’s Books

All Shapes and Sizes by John J. Reiss

Circles, Triangles, and Squares by Tana Hoban

Color Dance by Ann Jonas

Is It Red? Is It Yellow? Is It Blue? by Tana Hoban

The Art Lesson by Tomie dePaola

 

Susan Oldham Hill, Lakeland, FL

 

Classroom-tested and teacher-approved, the activities in Learn Every Day About Numbers are designed to help children ages 3 to 6 build a foundation for future math learning. This book offers 100 easy ways for teachers to make learning about numbers fun.   All the activities in the Learn Every Day Series were created by teachers.  Each activity features learning objectives, related vocabulary, related children’s books, list of materials needed, directions for preparations, instructions, and an assessment component. 

 

Take a sneak peak at two activities from Learn Every Day About Numbers:

 

Corduroy’s Pocket

 

Learning Objectives

The children will:

1. Learn to recognize numbers.
2. Learn to count actions to match a number

 

Materials

• Corduroy’s Pocket by Don Freeman
• Number cards for 1-5
• Tagboard
• Glue
• Markers
• Piece of corduroy fabric

 

Vocabulary

corduroy                     number names                      pocket

 

Preparation

• Make number cards from 4” x 6” tagboard. Write the number 1-5.
• Make a tagboard pocket at least 6” x 8”. Glue three edges together and write “Corduroy’s Pocket” on the front. Slip the number cards inside.

 

What To Do

1. Read Corduroy’s Pocket  by Don Freeman to the children several times. Put a copy in the book are for the children to read independently.
2. Show the pocket to the children. Invite a child to come and draw a number card out of “Corduroy’s pocket.” Ask the child to name the number on the card.
3. Ask all the children to clap that number of times.
4. Vary the actions with slapping their knees, snapping their fingers, patting their shoes, and so on.
5. When the children are ready, use cards from 1-10.

 

Assessment

To assess the children’s learning, consider the following:

• Show the children the set of number cards individually. Can the children name the cards when they are in random order?
• Can the children choose a card, name the number, and clap the correct number of times?

 

Children’s Books

            Corduroy by Don Freeman

            My Little Counting Book by Roger Priddy

            A Pocket for Corduroy  by Don Freeman

 

 

Susan Oldham Hill, Lakeland, FL

 

The Numeral Song

 

Learning Objectives

The children will:

1. Learn how to form numerals.
2. Develop number recognition.

 

Materials

• Recording of “The Numeral Song” from Sing to Learn with Dr. Jean
• Tape or CD player
• Oak tag
• Copy paper
• Marker or computer

 

Vocabulary

number names, to 10                        numeral

 

Preparation

• Make a book with the lyrics from Dr. Jean’s “The Numeral Song.”
• Write the numbers, one on each page, with arrows to illustrate the correct formation of each number from 1-10

What To Do

1. Play a recording of “The Numeral Song.”
2. Hold the book up so that all the children can see the number.
3. Demonstrate how to make the number by tracing the number on the page.
4. Encourage the children to draw the figures in the air with large strokes to help them practice writing numbers and remember the correct formation as you sing the song together.

 

Teacher-To-Teacher Tip

If “The Numeral Song” is not available, the Internet has several sites with rhymes to help the children write their numbers.

Assessment

To assess the children’s learning, consider the following:

• Can children correctly form numbers?
• Can children write numbers 1-10?

 

Children’s Books

Count and See by Tana Hoban

Fish E: A Book You Can Count On by Lois Ehlert

           Ten Black Dots by Donald Crews

 

Songs

            “Ten in the Bed”

            “This Old Man”

 

Jackie Wright, Enid, OK

 

 

Learning about colors has never been so much fun!  Teachers from around the globe contributed their favorite classroom activities to create this book for teachers to use every day!  With 100 activities for children ages 3 to 6, Learn Every Day About Colors helps children recognize and appreciate the colorful world around them.  All the activities in the Learn Every Day Series were created by teachers.  Each activity features learning objectives, related vocabulary, related children’s books, list of materials needed, directions for preparations, instructions, and an assessment component.  Take a sneak peak at two activities from Learn Every Day About Colors!

 

My Favorite Color Collage

Learning Objectives

1.      Create a collage using shades and tints of a single color of their choosing.

2.      Utilize small motor skills to glue materials on the collage.

3.      Recognize and classify colors.

 

Materials

• Paper in various colors
• Magazine clippings
• Glue sticks
• Pompoms in various colors
• Collage materials

Vocabulary

collage                        favorite                       shade                         tint                   darker                         lighter

 

Preparation

Arrange materials on a table for the children to choose from.

 

What To Do

1. Ask the children what their favorite color is.
2. Show the children the materials and tell them they can make a collage using their favorite color.
3. Explain to the children that they can choose only once color to use in their collage, but they can use darker and lighter shades of that color. Talk about different shades and tints of colors.
4. While they are working, ask the children questions about their collages.
5. Have the children help clean up and wash their hands (if necessary).

 

Teacher-To-Teacher Tip

Ask the children guided questions as they work to help them extend their learning and to check their understanding: “Tell me about your collage.” “Why is ____ your favorite color?” “Other than on your collage, where are places you see your favorite color?”

 

Assessment

To assess the children’s learning, consider the following:

• Are the children able to select and use materials that are in various shades and tints of their favorite color?
• Are the children displaying an age-appropriate level of small motor function while working with materials?

 

 Angela Rathbun, Centennial, CO

 

Rain Painting

            Learning Objectives

            The children will:

1.      Identify colors when they are mixed in different ways.

2.      Imagine what might happen to paint when rain or water hits it.

3.      Learn to create a hypothesis on what will happen to the paint colors.

4.      Accept that what one predicts is not what always happens.

 

Materials

·        Painting paper

·        Electrical or strong tape

·        Paint

·        Paintbrushes

·        Writing paper and pencils

·        Rain or watering can and water

 

Vocabulary

 combination                   mix                 predict                 soak               hypothesis/hypotheses               moisten                  prism

 

Preparation

Put out paper with paint and brushes.

 

What To Do

1. Try this activity on a rainy day. If it is not a rainy day, substitute a watering can filled with water.
2. Each child will paint a picture using any colors he chooses.
3. Before putting the children’s paintings outside in the rain, ask each child to dictate to your or write down what he thinks will happened to the colors on his painting. Will the children be happy with the outcome? What colors will mix well and what colors will not?
4. Using strong electrical or duct tape, tape the paintings on the pavement outside and see what happens to them when the rain (or water from the watering can) hits them. Were their hypotheses correct?

Assessment

To assess the children’s learning, consider the following:

·        After reading each child’s hypothesis on what he thinks will happen when his painting gets wet, ask the children questions about what they think will happen to their paintings and why. Listen to the children talk to each other about their paintings.

·        Are the children able to identify the colors?

 Annette Rivlin-Gutman, Seattle, WA

What do children need to learn first? Their ABCs? Their numbers? As it turns out, the "what" children need to develop is their social intelligence and emotional intelligence, the essential building blocks for all future learning.

In Seven Skills for School Success, best-selling author Pam Schiller provides activities supported by interesting research to develop the social and emotional intelligence of young children.   In order to become successful learners and successful friends, children need to be able to relate to and play with others, express feelings, and understand how others feel.  In an excerpt from this practical, easy-to-use book, the author outlines ways for parents, educators, and caregivers to boost a child’s confidence skills...

 

Model Confidence

·         Describe one of your challenges. When something occurs during the course of your day that seems difficult, say, “Hmmm, it is going to be difficult to organize this toy shelf, but I bet I can do it. I’m sure going to try.” Celebrate by saying, “I did it!” when you accomplish your goal.

·         Talk about the pros and cons of a solution. When you are faced with a problem, talk about it. Point out your options and discuss why you are selecting a certain option. For example, if you are trying to figure out the best place to put a new sandbox, you might describe each possible spot you are considering. Discuss the pros and cons of each location. For example, one spot is shady most of the day, but another spot is far enough away from the door to allow sand to drop off. Ask the child to think of additional pros and cons and even perhaps another location. When you make a decision, explain the rationale for your choice.

Talk About Confidence

·         Define it. Encourage the child to believe she can succeed even if she has to try several times. Describe some familiar people or characters who are confident; for example, the Itsy Bitsy Spider, The Little Engine That Could, and the Little Red Hen.

·         Encourage children to try something new. Ask the child how she feels when she learns something new, such as how to walk on the balance beam, skip, or turn a somersault. Point out that every time she conquers something new she is learning and problem solving. This will help build her confidence.

·         Create an “I Did It” spot. When a child accomplishes a difficult task, ask her to draw a picture about the experience and help her write a sentence or two about how the accomplishment made her feel. Create an “I Did It” spot on the wall for the pictures. Visit this spot often and talk about the pictures.

·         Read books. The following books are wonderful stories about being confident or finding the confidence to do difficult things. Talk about the role of confidence in the stories you choose to read. For example, read Amazing Grace by Mary Hoffman. Ask questions. How did Grace become confident? How do you know she wasn’t confident at the beginning of the story?

A Chair for My Mother by Vera Williams

Amazing Grace by Mary Hoffman

Ant Attack! By Anne James

Benjamin Dilley’s Thirsty Camel by Jolly Roger Bradfield

Caps for Sale by Esphyr Slobodkina

Domino by Claire Masurel

The Doorbell Rang by Pat Hutchins

Harold and the Purple Crayon by Crockett Johnson

When I Feel Good About Myself by Cornelia Maude Spelman

Imogene’s Antlers by David Small

Itsy Bitsy Spider by Iza Trapani

Jennie’s Hat by Ezra Jack Keats

King of the Playground by Phyllis Naylor

The Little Engine that Could by Watty Piper

Mouse Paint by Ellen Stoll Walsh

Mr. Pine’s Purple House by Leonard Kessler

Pickle-Chiffon Pie by Jolly Roger Bradfield

Swimmy by Leo Lionni

Where the Wild Things Are by Maurice Sendak

Practice Confidence

·         Challenge children to the edge of their competencies. Children learn and grow when they have opportunities to practice newly acquired skills as well as when they experience a challenge just beyond the level of their present mastery. Children are motivated and feel more successful when they face and then accomplish slightly difficult tasks or activities.

o        March activities to the child’s emerging needs and interests.

o        Challenge the child, but not to the point of frustration. Target experiences to the edge of the child’s changing capacities.

o        Never underestimate a child’s abilities.

o        Work with the child on challenging projects. Offer suggestions for trying new ways to accomplish tasks. Refrain from helping too much.

Pam Schiller, Ph.D., is a freelance early childhood author and consultant. She is Past-President of the Southern Early Childhood Association and Texas Association for the Education of Young Children. She served as Head of the Early Childhood Department at the University of Houston, where she also directed the Lab School. Pam is a highly sought after speaker and has given numerous presentations for organizations such as the National Association for the Education of Young Children, the Southern Early Childhood Association, Association for Childhood Education International, and the International Reading Association. She has written numerous articles for early childhood journals, including Child Care Information Exchange and Texas Child Care Quarterly. Pam is the author of five early childhood curriculums, eleven children's books and more than thirty teacher and parent resource books.